The effect of field trips on the level of cultural heritage knowledge of middle school students

This study aims to examine how middle school students' levels of cultural heritage knowledge differ based on their participation in field trips. It evaluates the contribution of students' direct interaction with historical and cultural heritage sites in their local environment to their knowledge levels, and reveals the function of field trips in the cultural heritage education process through an experimental approach. The research was conducted using a quantitative research design. A pretest– posttest nonequivalent control group model was employed to determine how field trips influence students' cultural heritage knowledge. To measure students' knowledge levels, the "Cultural and Scientific Values Achievement Test" was used, and the data were analyzed using both parametric and non-parametric statistical methods. The findings indicate that field trips, as an out-of-school learning environment, serve as an effective tool in teaching cultural heritage. Based on the results, it is recommended that cultural heritage education be supported through field trips, family involvement in these activities be increased, special programs be developed for students in rural areas, and access for students from low-income families be facilitated through social responsibility projects. Furthermore, it is suggested that follow-up studies be conducted to evaluate the long-term effects of field trips. Keywords: Cultural heritage, field trips, natural heritage, out-of-school learning, social studies, UNESCO, world heritage